On the Role of Goal Orientation Traits and Self-Efficacy in the Goal-Setting Process: Distinctions That Make a Difference

We conducted a field study to investigate how goal orientation traits and two variants of self-efficacy affect the goal-setting process and, in turn, performance. Participants were 255 college students enrolled in psychology or biochemistry courses at a large east-coast university in the People's Republic of China. Structural equation modeling analyses largely supported the argument that self-efficacy defined as a trait interacts with goal orientation traits, whereas self-efficacy defined as a state mediates the trait effects in the goal-setting process. The specific Trait × Trait interaction form was consistent with Dweck's original goal orientation theory and Brockner's behavior plasticity theory.     

A Process Model of Goal Orientation and Feedback Seeking

This study investigated antecedents of seeking different types of feedback. Individual differences in goal orientation and cost and value perceptions were proposed as antecedents of seeking different types of feedback. We hypothesized that 4 dimensions of cost and value perceptions of feedback seeking (expectancy value, appraisal value, ego cost, and self-presentation cost) are related to an individual's goal orientation. Furthermore, moving beyond a focus on the frequency of feedback seeking, we proposed that the perceptions of costs and values of feedback seeking influence the preference for and choice among 4 distinct feedback types (diagnostic, normative, assurance, and no feedback). A total of 240 students participated in a computer-simulated work setting. Results were largely consistent with the hypotheses; each goal orientation had a unique pattern of relations with the perceptions of costs and values. Cost and value perceptions, in turn, influenced preference and choice for feedback type. The theoretical implications of the research are discussed.     

Trait Goal Orientation, Self-Regulation, and Performance: A Meta-Analysis

Purpose

The purpose of this paper is to meta-analytically examine trait goal orientation constructs and their relationships with the self-regulation variables of self-monitoring, self-evaluations, self-reactions, and self-efficacy as well as task performance across a range of contexts.

Design, Methodology, Approach

Data were gathered from published and unpublished research examining the goal orientation construct and self-regulation and/or task performance. Effect sizes from 102 research reports involving over 16,000 participants were included.

Findings

In general the mastery-approach goal orientation construct was positively related to the self-regulation and performance variables. Conversely, negative relationships were found between the performance-avoid goal orientation and those variables. Relationships between goal orientation and self-regulation tended to be higher compared to those found for goal orientation and performance. Overall, the findings support the discriminant validity of the three factors of goal orientation (mastery-approach, performance-approach, performance-avoid).

Practical Implications

Practitioners and researchers will benefit from learning that mastery-approach goal orientation consistently relates to self-regulation and task performance. The findings indicate that a mastery-approach goal orientation could serve as a meaningful predictor in selection processes or as an explanatory variable of motivation.

Originality/Value

The present study updates and expands upon past research by focusing on relationships of trait goal orientation across a variety of contexts. The results extend meta-analytic results to a wider range of self-regulatory variables.     

The Interactive Effects of Goal Orientation and Feedback Specificity on Task Performance

This study examined the impact of goal orientation and feedback specificity on performance. Ninety undergraduate management students completed 3 phases of a computerized management decision-making simulation in conditions of low, moderate, or high feedback specificity. Learning orientation interacted with feedback specificity to predict performance in Phase 1, such that feedback specificity had a greater impact on performance for persons low in learning orientation. Performance orientation interacted with feedback specificity to predict performance in Phase 3, such that feedback specificity had a greater impact on performance for persons high in performance orientation.     

Linking Feedback Quality and Goal Orientation to Feedback Seeking and Job Performance

Contemporary feedback researchers have adopted theoretical perspectives in which personal characteristics interact with aspects of the feedback environment to influence feedback-related perceptions, feedback seeking, and job performance. To test these assertions, this study incorporates implicit person theory, uncertainty reduction theory, and Korman's theory of work motivation (2001) to develop a model that links a critical aspect of the feedback environment (feedback quality) and goal orientation to perceptions of feedback utility, feedback seeking, role clarity, and task performance and organizational citizenship behaviors. Results from supervisor–subordinate dyadic data (N?=?202) obtained from employed students largely support the hypothesized model. Implications are discussed.     

The Role of Subjective Task Complexity in Goal Orientation,Self-Efficacy,and Performance Relations

We examined the role of subjective task complexity in goal orientation effects on self-efficacy and performance on a computerized simulation of a class scheduling task (N = 138). Results indicated that goal orientation effects on performance were mediated by subjective task complexity. In addition, our results revealed that subjective task complexity was related to self-efficacy but not cognitive ability. Moreover, subjective task complexity effects on performance were mediated by self-efficacy, and goal orientation effects on self-efficacy were mediated by subjective task complexity. Results are discussed in terms of conceptual relations between goal orientation, subjective task complexity, self-efficacy, and performance.     

成败情境下不同成就目标取向学生业绩表现的差异

以五、六年级小学生为被试,在设置成功与失败的情境下,考察不同成就目标取向学生业绩表现的差异。结果发现:(1)在两种情境下,掌握目标取向的学生有最高的业绩表现,失败情境下的业绩表现高于成功情境;(2)成绩接近目标取向的学生,在失败情境下的业绩表现与成功情境无显著差异,在成功情境下的业绩表现略高于成绩回避目标取向的学生,失败情境下的业绩表现高于成绩回避目标取向的学生。(3)成绩回避目标取向的学生在失败情境下的业绩表现显著低于成功情境。     

Goal Orientation and Work Role Performance: Predicting Adaptive and Proactive Work Role Performance Through Self-Leadership Strategies

This article explores the relationship between goal orientation, self-leadership dimensions, and adaptive and proactive work role performances. The authors hypothesize that learning orientation, in contrast to performance orientation, positively predicts proactive and adaptive work role performances and that this relationship is mediated by self-leadership behavior-focused strategies. It is posited that self-leadership natural reward strategies and thought pattern strategies are expected to moderate this relationship. Workers (N = 108) from a software company participated in this study. As expected, learning orientation did predict adaptive and proactive work role performance. Moreover, in the relationship between learning orientation and proactive work role performance through self-leadership behavior-focused strategies, a moderated mediation effect was found for self-leadership natural reward and thought pattern strategies. In the end, the authors discuss the results and implications are discussed and future research directions are proposed.     

目标定向与反馈寻求及绩效的关系研究综述

近二十年来,目标定向在国外是一个比较热门的研究课题,在这方面的研究已从早期的关注它对儿童学习能力的影响转向关注它对成人工作和学习能力及绩效的影响。但是在国内这方面的研究还比较缺乏,而且仍集中于儿童方面,对成人的研究非常少。本文总结了近二十年,尤其是近期有关目标定向对反馈寻求的影响的研究,对它们之间的关系及其对绩效的影响进行了详尽分析,并对有关该问题研究的未来发展作出了展望。     

中学生成就目标定向与学习策略、学业成绩的关系研究

本研究采取问卷法,选取武汉市283名初一和高二学生为被试,考察了中学生成就目标定向与学习策略、学业成绩的关系。结果表明:(1)掌握目标与深加工、元认知策略以及浅表策略三者都存在显著相关,其中与浅表加工策略相关的显著性水平略低,成绩接近目标与三种学习策略都在呈非常显著相关,而成绩回避目标只与浅表策略显著相关;(2)掌握目标和成绩接近目标有助于学业成绩,成绩回避目标不利于取得良好成绩;(3)与初一年级相比,高二年级中成绩接近目标和掌握目标显著下降,采取深加工和元认知策略的水平也下降;初一和高二年级中,男生比女生更多采取掌握目标和元认知策略;(4)多元目标比单一目标的学生更多地使用深加工和元认知策略,但多元目标者并不必然比单一目标者成绩好。     

Effects of Training Goals and Goal Orientation Traits on Multidimensional Training Outcomes and Performance Adaptability

This research examined the effects of mastery vs. performance training goals and learning and performance goal orientation traits on multidimensional outcomes of training. Training outcomes included declarative knowledge, knowledge structure coherence, training performance, and self-efficacy. We also examined the unique impact of the training outcomes on performance adaptability by predicting generalization to a more difficult and complex version of the task. The experiment involved 60 trainees learning a complex computer simulation over 2 days. The research model posited independent effects for training goals relative to goal orientation traits and independent contributions of training outcomes to the performance adaptability of trainees. The findings were consistent with the proposed model. In particular, self-efficacy and knowledge structure coherence made unique contributions to the prediction of performance adaptability after controlling for prior training performance and declarative knowledge. Implications and extensions are discussed. Copyright 2001 Academic Press.     

成就目标定向与学习策略、学业成绩的关系研究综述

成就目标理论整合了曾经分离的动机研究和认知研究,是社会认知取向在动机领域中的代表性课题。文章对近十年国内外成就目标定向与学习策略、学业成绩的关系研究进行了综述,认为研究所取得的成果加深了我们对学习内在机制的理解。同时,作者也提出了这一领域应改进测量工具、进行重复验证、跨文化研究以及干预研究的主张。     

工作绩效与工作满意度、组织承诺和目标定向的关系

在全面回顾工作绩效及其影响因素的基础上,通过关键事件方法和问卷调查方法,对来自全国的1066位雇员进行了施测,运用AMOS软件,对工作绩效结构进行验证性因素分析,并对文中提出的假设进行了检验。之后,提出并验证了影响员工工作绩效的态度因素及整合模型。研究结果显示：工作满意度、组织承诺和目标定向对工作绩效的各个子维度的影响是不一致的。工作满意度越高,员工的工作绩效越好;另一方面,组织承诺和目标定向对雇员工作绩效各个子维度的影响不一致。文章最后对全文进行了总结,并对后续研究给出了建议     

老化过程中人格问题的研究模式

老化过程中的人格问题主要探索的是人格的稳定性及变化的范围和本质,其主要研究模式有特质模式、背景模式和发展阶段模式等。研究结果则因所用的研究模式和研究设计的不同而不同。     

The Effect of Goal-Setting on the Performance of Independent Sales Agents in Direct Selling

This article reports on a study of the effects of goal setting on effort and performance among sales agents in the direct selling industry. Goalsetters were found to spend more time on their job, as would be expected from results of previous studies. On the other hand, goal setting did not improve performance, at least as measured over the initial months on the job. In fact, there is some evidence indicating that those sales agents setting specific goals had lower performance than those setting general goals or no goals at all.     

The Impact of Goal‐Performance Discrepancies,Self‐Efficacy,and Goal Orientation on Upward Goal Revision1

The present study examined the role of positive goal‐performance discrepancies (GPDs), self‐efficacy beliefs, and dispositional goal orientation on goal revision processes following performance feedback in a sample of 129 Icelandic job applicants. The results indicated that goal revision was primarily a function of the positive GPD encountered by individuals. However, this relationship was moderated by self‐efficacy, performance goal orientation, and learning goal orientation. Implications of these findings and directions for future research are discussed.     

An Examination of Goal Orientation Profiles Using Cluster Analysis and Their Relationships With Dispositional Characteristics and Motivational Response Patterns

Goal orientation is a multidimensional construct widely examined by social, organizational, educational, and sports psychology researchers. However, despite theoretical perspectives indicating that individuals can adopt or manifest more than one goal orientation simultaneously, researchers traditionally examine relationships between the goal orientation dimensions and outcome variables of interest independently. In contrast, this study was designed to examine whether individuals can be sorted into meaningful goal orientation profiles based on their scores on measures of learning, performance–approach, and performance–avoidance goal orientation, and the relationships between the resulting profiles and various dispositional and motivational variables. Our results indicated that a 4-profile solution best fit our data and that the 4 profiles differed uniquely across our dependent variables.     

成就目标导向、团队绩效控制对员工创造力的跨层次影响

成就目标导向在团队绩效控制情境下能否有效预测员工创造力是个值得关注的话题。以研发团队为研究对象, 运用线性阶层模型考察了三者间的跨层次关系。结果发现, 低绩效控制下, 精熟目标导向、表现–趋近导向对创造力有正向影响, 表现-回避导向有负向影响; 高绩效控制下, 精熟导向对创造力有“S型”非线性影响, 表现-回避导向有正向影响。结果表明, 高精熟目标导向在高绩效控制情境下抑制员工创造力, 而表现导向也并非总是与缺乏创造力联系起来, 提高表现-回避导向个体的绩效控制程度或者降低表现-趋近导向个体的绩效控制程度同样可以促进创造力。启示在于, 管理者不仅应关注成就导向的个体差异, 更应重视构建相应的绩效控制情境, 从二者交互作用出发激活员工创造力。     

Effect of Learning Goal Orientation on Performance: Role of Task Variety as a Moderator

Journal of Business and Psychology - Building on trait activation and attention capacity theories, we hypothesized and tested the moderating effect of task variety on the relationship between...     

高中生目标定向、学习策略、归因与成绩的关系

该文采用问卷调查的方法,对270名高中生的目标定向、学习策略、归因的特点及其与成绩的关系进行了研究。结果表明：1）男生的掌握定向倾向强于女生,且在学习中更多地采用认知和元认知策略,而女生则具有更明显的能力和内部归因。2）归因与目标定向、学习策略间呈现出较为复杂的相关关系。3）复述策略和努力归因能够负向预测成绩,调节和努力管理策略可以正向预测成绩,而目标定向通过归因和学习策略间接影响成绩。